Research note: A summary of peer-mediated AAC intervention outcomes for preschoolers with ASD

What is it about?

This paper summarizes a series of intervention studies by the author that build the case for a multi-method AAC approach to improve communication and social engagement of minimally-verbal preschoolers with ASD. Effective strategies include teaching peers to use the same AAC system (e.g., picture exchange, iPad with voice output app), direct instruction of functional communication skills to child-peer dyads, and arranging the environment for social success (e.g., preferred activities). Results across the studies revealed high fidelity of treatment implementation by school staff and peers, improved rates of augmented and spoken communication, greater functional communication using different modalities, and more balanced or reciprocal communication between children with ASD and peer partners.

Why is it important?

This work is timely in that it summarizes an important area of intervention research for young children with ASD and complex communication needs learning to use AAC. At a young age, peers can be taught to model, prompt, and provide key language and AAC input during preschool activities with this group of children with ASD. Peer-related social communication competence is critical for children to actively participate across social environments, engage in learning opportunities, and develop possible friendships.